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UNITED  STATES  DEPARTMENT  OF  AGRICU 
STATES  RELATIONS  SERVICE. 

A.  C.  TRUE,  Dire 


HOW  TEACHERS  OF  RURAL  ELEMENTARY  SCHOOLS  MA 
USE  FARMERS'  BULLETIN  660,  WEEDS:  HOW  TO  CON- 
TROL THEM. 

Relation  to  the  course  of  study. — Suited  to  the  field  crop  and 
garden  phases  of  elementary  agriculture,  work  in  botany,  and  nature 
study;  also  suggesting  suitable  correlations  with  other  school 
branches. 

Topics  for  study. — Using  the  material  so  far  as  possible  in  the 
season  suited  to  observation  and  practice,  develop  the  following 
topics:  (1)  A  general  knowledge  of  local  weeds,  classification,  char- 
acteristics, etc.,  pages  1-5,  also- the  appendix;  (2)  prevention  of 
seeding* on  the  farm  or  the  introduction  of  new  seeds,  pages  7-18; 
(3)  control  and  eradication  of  perennial  weeds,  pages  18-25. 

Method  of  study. — Have  the  pupils  bring  to  class  a  list  of  all  the 
known  weeds  of  the  locality  and  specimens  of  as  many  of  these  as 
can  be  readily  obtained.  With  reference  to  each  weed,  find  where 
it  grows,  what  harm  it  does,  what  use  it  may  ever  have.  Check  all 
such  information  on  the  list  of  50  worst  weeds  (p.  27).  In  what 
different  ways  do  weeds  do  harm?  Classify  all  the  local  weeds  as 
annual,  biennial,  or  perennial.  How  are  the  seeds  of  these  different 
weeds  disseminated?  How  are  weeds  otherwise  propagated  besides 
seeding?  Which  weeds  have  evidently  been  introduced  with  farm 
seeds?  Discuss  methods  of  preventing  weeds  from  producing  seed. 
Why  does  one  year's  control  not  suffice  for  eradication?  At  what 
stage  of  growth  may  weeds  be  most  easily  destroyed?  Describe  ad- 
visable methods  of  tillage  and  state  the  advantages  of  each.  Explain 
methods  of  preventing  seeding  in  waste  places,  roadsides,  and  other 
places  not  under  cultivation.  Make  local  application  in  discussing 
each  item.  (See  also  F.  B.  745.)  How  are  weed  seeds  brought  to 
the  farm?  How  prevent  the  sowing  of  w7eeds  with  other  farm 
seeds?  (Use  also  F.  B.  428.)  What  methods  may  reduce  the  num- 
ber of  wind-blown  seeds  which  come  from  off  the  farm?  Show  need 
of  cooperation  of  all  local  farmers. 

Under  the  control  of  perennial  weeds  discuss  the  methods  of  clean 
cultivation;  object  of  such  cultivation;  tools  best  suited;  crops  best 
suited;  crop  rotations  for  control;  smother  crops  to  keep  down  top 
growth;  pasturing  sheep,  hogs,  or  goats;  mowing  or  cutting.  (See 
F.  B.  687.)     Special  methods  for  certain  weeds. 

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Practical  exercises. — On  field  trips  find  and  report  on  areas  which 
are  badly  infested  with  weeds  and  give  evidence  of  neglect,  also 
farms  which  are  especially  free  from  weeds.  Have  pupils  inquire 
what  methods  are  used  in  the  district  to  eradicate  the  worst  weeds. 
Examine  at  school  samples  of  farm  seeds  which  include  some  weed 
seeds.  Have  pupils  identify  the  various  weed  seeds  and  compute 
percentage  of  impurity.  Examine  weedy  areas  in  a  field,  counting 
the  number  of  weeds  and  the  number  of  plants  of  the  crop  grown 
in  a  unit  area,  a  square  yard,  or  a  square  foot.  Have  some  pupils 
count  the  number  of  seeds  produced  by  typical  weeds  of  common 
varieties.     (Do  not  carry  this  practice  too  far.) 

Illustrative  material. — Have  the  class  prepare,  mount,  and  prop- 
erly classify  specimens  of  all  local  weeds.  Also  preserve  in  vials 
the  seeds  of  each  species.  (F.  B.  58G.)  By  a  series  of  drawings 
show  the  root  system  and  underground  stems  of  typical  weeds.  Col- 
lect pictures  of  implements  suited  to  weed  control,  also  pictures  of 
wasted  land  occupied  by  weeds  where  crops  might  be  grown.  Manu- 
facturers' catalogues  and  farm  papers  will  furnish  such  pictures. 

Correlations. — Arithmetic  problems  may  include  the  loss  incurred 
in  given  crops  of  known  value  when  the  crop  is  reduced  in  the  ratio 
of  the  percentage  of  weed  seeds  found  in  given  seed  samples  or  the 
number  of  weed  plants  on  a  given  area,  as  suggested  in  practical 
exercises.  In  case  two  fields  may  be  found  in  which  the  difference 
in  yield  is  evidently  affected  by  weeds,  select  equal  areas,  weigh  or 
measure  the  crop,  and  compute  the  loss  per  acre  and  for  the  entire 
field.  Extend  this  method  for  the  whole  farm  and  estimate  also  the 
labor  cost  due  to  weeds. 

Oral  or  written  reports  on  the  observation  of,  or  practice  in,  weed 
control  make  good  language  exercises.  In  case  this  work  relates  to 
the  home  project  of  the  pupil  the  reports  should  all  be  written. 

The  drawing  of  root  systems  or  underground  stems  of  trouble- 
some weeds,  also  distinguishing  features  of  weeds  which  are  some- 
times confused,  will  fix  these  characteristics  in  the  pupil's  mind  and 
at  the  same  time  provide  additional  illustrative  material  for  the 
school  collection. 

For  such  weeds  as  have  been  introduced  from  other  sections  the 
pupils  may  by  inquiry  ascertain  the  source  of  the  weed,  how  it  was 
introduced,  and  the  history  of  its  spread  in  the  district  and  the  at- 
tempt to  control  the  weed.     These  histories  should  also  be  written 

for  a  permanent  record. 

F.  E.  Heald, 

Specialist  in  Agricultural  Education. 
Approved : 

C.  H.  Lane, 

Chief  Specialist  in  Agricultural  Education. 
January  16,  1917. 

WASHINGTON  :  GOVERNMENT  PRINTING  OFFICE  :  1917 


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